Two effective behavioral approaches tomeasure education

Direct instructionUniversity of Kansas behavior analysisprogram

Total number of school days and hours

Available time

Amount of time scheduled for instruction

Allocated Time

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Number of minutes instruction is delivered

Instructional Time

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Time spent attending to ongoing instruction

Engaged Time (On Task)

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The time that students actually spendlearning

Academic Learning Time

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Principles of learningThe operant as the basic unitInteractive not passiveMeasurement and evaluation of educationaloutcomesDeveloped and validated an effectivetechnology of instructional design andinstructional delivery

The roles of behavior analysis in education

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Be clear about what is taughtTeach first things firstStop making all students advance at thesame rateProgram the subject matterReconsider ABA instructional technologyDetermine how to cause more durable andextensive behavior changeDevelop methods that teachers can and willactually use

The challenge of behavior analysis in education

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Clearly specified and behaviorally- stated instructional objectivesWell- designed curricular materialsAssessment of learner’s entry skillsOngoing frequent direct measurement of skillsFocus on masteryHighly structuresFast- pacedSystematic use of positive and corrective feedbackSupported by empirical researchExtensively field-tested and revised based on dataConsidered how realistic the procedures are for classroom practice

Elements of the ABA approach to education

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A statement of actions a student shouldperform after completing one or moreinstructional components

Behaviorally-stated instructional objectives

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Guide the instructional content and tasksCommunicate to students on what they willbe evaluatedSpecify the standards for evaluating ongoingand terminal performance

Reasons behind writing behaviorally-stated instructional objectives

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Level of performance that meets accuracyand fluency criteria

Mastery

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Correctness of the response

Accuracy

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Short latencyHigh rate of correct response

Fluency

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Maintains across time even after instructionends

Durable

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Free of pause and false starts

Smooth

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Can apply to the real world

Useful

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Socially valid

Contextually Meaningful

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Performance consistent even when there areenvironmental distractions

Resistant to distractions

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The results of other students has no effecton one’s score

Criterion-based evaluations

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Student scores are based on and comparedwith peers’ performance

Norm-referenced evaluations

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A general pattern of responding thatproduces effective responding to manyuntrained relations

Generative learning adduction

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Teaching procedures which lead toadduction

Generative instructions

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Describes the emergence of accurateresponding to untrained and non-reinforcedstimulus- stimulus relations following thereinforcement of responses to somestimulus- stimulus relations

Stimulus Equivalence

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ReflexivitySymmetryTransitivity

3 types of Stimulus Equivalence

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In the absence of training and reinforcement,a learner selects a stimulus that is matchedto itself(A = A)

Reflexivity

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After learning that A = B, the learnerdemonstrates that B = A without directtraining on that relationship

Symmetry

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After learning that A = B and B = C, thelearner demonstrates that A = C withoutdirect training on that relationship

Transitivity

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That smallest divisible unit of teaching andincorporates interlocking three- termcontingencies for both the teacher and thestudent

Learn Unit

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Stages of Learning

Acquisition stageFluency stageApplication stage

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Establishing a new behavior, skill, orrepertoire

Acquisition stage

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Student practices acquired skill to increasethe number of correct responses per unit oftime

Fluency stage

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Using learned material in new, concrete, andreal- life situations

Application stage

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Wait timeResponse latencyFeedback delayIntertrial interval

Influences on the number of learn stages

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Student variables that can influence thenumber of learn units delivered in a lesson

Response Latency and IRT

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Frequency of detectable responses that astudent emits during ongoing instruction

Cards, signs, or items that are held upsimultaneously by all students to display theirresponse to a question, item, or problempresented by the teacher

Response cards

Types of response cards

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Students respond orally in unison

Choral responding

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Teacher- prepared handouts that:Organize contentGuides the learner with standard cues for the learnerto record key facts, concepts, and relationshipsProvides the learner with a means of activelyresponding to the lecture contentProvides the learner with a means of activelyresponding to the lecture contentProvides a take-home product for studyKeeps teacher on- task during lecture

Guided Notes

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Involves the presentation of small frames ofinformation, which requires a discriminatedresponse

Programmed instruction

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Students achieve standards at their ownpace

Personalized System of Instruction (PSI)

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Follows a logical analysis of concepts andprocedures as it presents examples and nonexamplesin an instructional sequence thatfosters rapid concept learning

Direct Instruction

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Focuses on learner’s performances as ameans to assess interventions as thefrequency of responses are tracked andcharted on a standardized chart